谈中学化学教学中实施创新教育的策略

中学化学教学中创新教育存在的误区,教师运用的创新教育原则,并采取化学史等创新教育的策略,从而实现创新教育的目的。     

A comparative study of music education in Shanghai and Taipei: westernization and nationalization

This study compares the music taught and its associated cultural values in Shanghai and Taipei primary and secondary schools. Both owe their cultural ascendancy to traditional Chinese music and western musicology. How do the music education systems of these two Chinese communities reflect their respective public cultures and political ideologies? Data from a sample of 3204 Shanghai and Taipei Chinese school students showed that tensions between classroom music activities and pupils' musical preferences arose from the difficult preservation of cultural and political identity in both Mainland China and Taiwan. Dilemmas concerning the use of music for patriotic and ideological purposes are also discussed in this study.     

Conceptualizing and Measuring the Optimal Experience of the eLearning Environment*

Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user experience and relating this to the actual student usage of the eLearning system. This study addresses this gap by conceptualizing and measuring the eLearners' experience from two integrated perspectives: (1) the learners' affective perceptions using the flow model and (2) the learners' technology acceptance using the Technology Acceptance Model. The integrated perspective proposes that the users' acceptance and the affective responses toward a particular system are two important factors in determining the users' intentional and actual behaviors, which in turn, influence user participation and engagement with the system. The data was collected in 2004 directly from 964 students using a Web‐based eLearning system called CECIL ( http://www.cecil.edu ) at the University of Auckland. The conclusions drawn from the results of the study using a structural equation model support the use of the integrated model for investigating eLearner behavior. The research implications of our findings are discussed.     

The art of being fully in the present with young children

The different ways caregivers engage themselves with toddlers can transform daily interactions, for it is the quality of these innumerable experiences that form the basis of the very young child's “curriculum.” The authors discovered that “being fully in the present” has many benefits and rewards. They became more mindful and reflective using this technique, and their sensitivity toward caring for children grew.     

Extending University Courses to Rural Communities via Satellite Television

This paper describes how the University of Saskatchewan attempted to deliver two introductory university courses to 13 rural communities via a combination of television lectures, on‐air interaction, independent learning materials and discussions led by community‐based facilitators. The context and rationale for this project, the teaching/learning model on which the delivery is based and some evaluation results are presented.     

2002年培训市场大盘点

热点一:研教面临"信任危机" 2002年,国内培训界的最大热点无疑是研究生扩大招生。据了解,从1999年我国开始扩大研究生招生规模与上一年相比,1999年增长27％,2000年增长35％,2001年增长35％,2002年增长22.8％,根据最新消息,2003年国家教育部将继续扩大研究生招生规模,比2002扩招7万人。     

How socioeconomic status,executive functioning and verbal interactions contribute to early academic achievement in Chinese children

The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement.     

Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

ABSTRACT

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.     

浅谈《公民道德建设实施纲要》的指导意义——《思想道德修养》课教学改革探索

高校《思想道德修养》课应以学习、落实《纲要》为契机，努力做好《纲要》的进教材、进课堂、进头脑、见行动、出实效的工作，把《思想道德修养》课的教学工作提高到一个新的水平，为培养合格的社会主义事业的建设和接班人做出更大的贡献。     

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Educational Psychology Review - Emotions can both facilitate and hinder learning. Emotional design features such as colors and shapes can be embedded in multimedia learning environments to...